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Investigating the Fundamental Chemistry Skills of Biology Education Students at Bielefeld University

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Investigating the Fundamental Chemistry Skills of Biology Education Students at Bielefeld University Science Education International 30(4), 334-341 https://doi.org/10.33828/sei.v30.i4.11 ORIGINAL ARTICLE The Thing about Chemistry: Investigating the Fundamental Chemistry Skills of Biology Education Students at Bielefeld University Claas Wegner, Rachel LeeAnn Bruneman*, Antonia Steffen Department of Biology, Osthushenrich-Center for Giftedness Research, Bielefeld University, Bielefeld, Germany *Corresponding Author: [email protected] ABSTRACT Although fundamental chemistry acts as a prerequisite for fully comprehending imperative aspects of biology, Bielefeld University is one of three universities in North Rhine-Westphalia, Germany that does not require majors or minors in biology education to complete classes in general chemistry, before fulfilling graduation requirements. A study was utilized to determine to what extent graduate students possess the chemistry skills essential for teaching the state-mandated biology curriculum. The assessed graduate students consisted of individuals with and without chemistry as their second elected subject. The chemistry skills of the individual graduate students were measured with a non-standardized knowledge test. The results of each test were computed using an evaluation form and specified point system. Results revealed that the majority of the graduate students without chemistry as their second elected subject possessed an insufficient (e.g., poor and failing) level of understanding for fundamental chemistry, characteristically essential for instructing biology lessons. The findings in this study and in previous research have established grounds for discussing potential methods of intervention and further investigation of this field, to better prepare biology education students for their teacher training and future careers. KEY WORDS: biology education; biology teachers; chemistry skills; secondary school; knowledge test INTRODUCTION in biology education, typically did not possess the chemistry knowledge needed to instruct the state-mandated secondary f the fundaments of chemistry play a prominent role school biology curriculum adequately. in the didactics of biology, why is it possible at select universities in North Rhine-Westphalia (NRW), Germany, Alongside the contributing theoretical background and Ito attain a degree in biology education before acquiring a basic hypotheses, this article presents a detailed overview of the utilized understanding of chemistry (QUAL-LiS NRW, 2016; Lumer, methods and results of the study, as well as a concise discussion 1996)? A recent study in Bielefeld, Germany analyzed to what concerning the hypothesized outcomes, design of the experiment, extent graduate students pursuing a degree in biology education future research, and potential methods of intervention. possessed the fundamental chemistry skills essential for their teacher training and careers as secondary school biology Theoretical Background instructors. To become a secondary school teacher in Germany, Although physicists and chemists can do without biology, individuals are required to obtain at least a master’s degree in biologists cannot do without physics and chemistry. Those who two elected subjects from a state-accredited university. After not only want to describe biology but also [want to teach] it, graduation, students must complete an 18-month teacher must possess an understanding of physics and chemistry… training (i.e., internship) followed by practical exams at a (Vollmer, 1992, p. 146). school of their choice, before obtaining the right to teach for This quote symbolizes the difference between memorization the state. (i.e., describing) and comprehension (i.e., understanding) To measure the students’ understanding of chemistry, a in the context of teaching. Utilizing mathematics as an knowledge test was constructed and conducted with graduate example, individuals would not be expected to comprehend students during a preparatory teacher training seminar at multiplication and division fully without first gaining a basic Bielefeld University. The sample consisted of individuals understanding of addition and subtraction. If this example is with and without chemistry as their second elected subject. applied metaphorically to the relationship between biology The score and grade of each knowledge test were calculated and chemistry, a teacher cannot possess a full understanding by an evaluation form and specified point system. The results of biology without first comprehending the fundamental of the study revealed that graduate students, pursing a degree properties of chemistry. 334 Science Education International ¦ Volume 30 ¦ Issue 4 Science Education International 30(4), 334-341 https://doi.org/10.33828/sei.v30.i4.11 Wegner, et al.: The thing about chemistry In previous research, Löwe (1990a, 1990b), Vollmer (1992), general chemistry classes performed statistically better than the Lumer (1996), Hesse (1981, 2000), and Lumer and Hesse group of students that had not, the mean performance results (1993, 1997a, 1997b, 1998, 2001) acknowledged the of the knowledge test revealed that only 25–30% of the tasks prominence of chemistry throughout biology curriculum and were answered correctly (Lumer & Hesse, 1993). The results recognized that it is crucial for biology instructors to maintain of Part I lead to the conclusion that fundamental chemistry an adequate understanding of chemistry. In Table 1, the seminars and/or lectures are necessary for students pursuing corresponding aspects of biology and chemistry are brought a degree in biology education, as the knowledge of chemistry into perspective by distinguishing between the NRW state- acquired in secondary school — if at all —is not sufficient for mandated secondary school biology curriculum and the an ideal career as a biology teacher. properties of chemistry that overlap with the respective biology This conclusion was reinforced by the results from Part III, subject matter. The applicable aspects of chemistry (i.e., listed where secondary school biology teachers were surveyed in Table 1) represent — for comprehensive purposes — ideal about what role chemistry played (i.e., had played) in their prerequisites for biology instructors. academic and professional careers (N = 83). The sample Despite the relationship between the two subjects, biology consisted of biology teachers with chemistry as their second education students at several universities in NRW are not subject (n = 33), while the remainder of the sample taught obligated to attend chemistry seminars or lectures before alternative subjects (e.g., English, physical education, and fulfilling graduation requirements. Table 2 outlines a mathematics) (n = 50). In this phase of the experiment, various synopsis of nine universities in NRW, which currently offer a conclusions were drawn from the perspectives of the surveyed degree in biology at the secondary school level, and include biology teachers. In one of the conclusions, Lumer (1996) the respective mandated chemistry seminars or lectures disclosed that various biology teachers who did not also teach for biology education students. Students pursuing a degree in chemistry (i.e., attend chemistry seminars or lectures during biology education at Bielefeld University are required to attend their academic career) experienced uncertainties regarding biology seminars where components of the seminar(s) focus on aspects of chemistry in biology lessons (Lumer, 1996). Others the basics of chemistry necessary for understanding biological invested considerable amounts of time after graduation to content (Bielefeld University, 2016). However, in contrast to acquire an understanding of chemistry for their career as a most other universities in NRW, Bielefeld University does biology teacher (Lumer, 1996). not require biology education students to attend seminars or lectures focused solely on chemistry. While the causes remain diverse, Lumer and Hesse (1998) claimed that these occurrences stem consistently from an The expectation that biology education students acquire a inadequacy of the biology education programs, where often sufficient level of understanding for chemistry by incorporating minimal to no lectures or seminars in the field of basic aspects of chemistry into biology seminars or lectures is chemistry are required. Furthermore, biology teachers with realistic; however, it remains questionable if it is an effective and without chemistry as their second subjects expressed in method. Although research in this context is limited, the Part III that chemistry should not be excluded from biology combined efforts of Lumer and Hesse (1993, 1997a, 1997b, lessons because an understanding of chemistry is essential for 1998, 2001) and Lumer (1996) provided theoretical and discussing various topics in biology (Lumer, 1996). empirical structure for the hypotheses and utilized test instruments in the recently conducted study. The findings of The theoretical background presented in this section not only Jutta Lumer and Manfred Hesse were results of a three-part empowered the concept to examine basic chemistry skills of empirical experiment, focusing on Part I: The chemistry skills biology education students and analyze on-going consequences of 1st-year (i.e., undergraduate) biology students (Lumer & for future biology teachers but it also provided a basis to Hesse, 1993), Part II: The biology and chemistry terminology discuss methods of intervention to optimize biology education comprehension of pupils (i.e., school children) (Lumer
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